Here, students have studied mitosis, meiosis, DNA and chromosome structure, the making of proteins, and inheritance. At this point, students are ready to examine genetic engineering in both the human medical field and the foods we eat. So, students will be given as homework the night before to read- either a pro-GM (Genetic modification) article or an anti- GM article, and then the entire class will be split into two groups during this lesson to argue for their particular cause.
Opportunities to Learn:
Depth of Knowledge
Prerequisite Knowledge
Plans for Differentiating Instruction
Accommodations and modifications
Environmental factors
Materials
Objectives:
Instruction:
Opening:
- Greet students, start by explaining the activity.
- The activity will run as follows- everyone got one sheet- either Anti- Genetic Engineering or Pro-Genetic engineering. These are differentiated even further into plants and humans. So, if your article has anything to do with the human body, you are group two. Group one then, is the plant group.
- The first group arranges the desks into a circle, and according to their article, they are going to argue the case of pro-Genetic modification (GM), while the second group arranges their desks into a second circle outside of the first group.
Engagement:
- The group within the circle (at this point, group 1) will sit in a pattern of pro-anti-pro-anti… until everyone is seated. They will then start the case with the question “Is it acceptable to use genetic engineering to modify plants for human use, such as food or pharmaceuticals?” One student will be asked to be the timekeeper, and after ten minutes ask the group to wrap it up.
- The group outside the circle (group 2) will be asked to silently take notes, and not participate in the conversation, but watch for a good argument, or a student who is very persuasive and write down why they are that way.
- After ten minutes they will be asked to wrap up, and the circle outside will present what they found. “Jimmy had a great argument!” for example. This will be modeled by the teacher first off after the inside group finishes.
- The groups then switch places, the group that listened now gets to argue their case- “Should we allow the genetic engineering of humans?”
Closure:
- At the end, students will be asked to review their notes and handouts, since the next class will be a review for the test!
Lesson Plan
Lesson Title: A discussion about Genetic Engineering
State Standards: GLEs/GSEs
National Standards:
Context of Lesson:
Students have learned very much about genetics in general, and have used many models about the mechanics of how DNA eventually will lead to protein. However, it is important that students begin to look at how genetics influences their lives and society. So, students will be given real news articles either in support or against GM humans or plants, and will be asked to argue their case within a large group.Pro-GM article (plants): http://www.genengnews.com/articles/chitem.aspx?aid=2598
(people): http://www.naturalnews.com/z004743.html
Anti-GM article (plants): http://www.naturalnews.com/z024154.html
(humans): http://www.wired.com/medtech/health/news/2003/04/58467?currentPage=all//
Overview of lesson:
Here, students have studied mitosis, meiosis, DNA and chromosome structure, the making of proteins, and inheritance. At this point, students are ready to examine genetic engineering in both the human medical field and the foods we eat. So, students will be given as homework the night before to read- either a pro-GM (Genetic modification) article or an anti- GM article, and then the entire class will be split into two groups during this lesson to argue for their particular cause.Opportunities to Learn:
Depth of Knowledge
Prerequisite Knowledge
Plans for Differentiating Instruction
Accommodations and modifications
Environmental factors
Materials
Objectives:
Instruction:
Opening:
- Greet students, start by explaining the activity.- The activity will run as follows- everyone got one sheet- either Anti- Genetic Engineering or Pro-Genetic engineering. These are differentiated even further into plants and humans. So, if your article has anything to do with the human body, you are group two. Group one then, is the plant group.
- The first group arranges the desks into a circle, and according to their article, they are going to argue the case of pro-Genetic modification (GM), while the second group arranges their desks into a second circle outside of the first group.
Engagement:
- The group within the circle (at this point, group 1) will sit in a pattern of pro-anti-pro-anti… until everyone is seated. They will then start the case with the question “Is it acceptable to use genetic engineering to modify plants for human use, such as food or pharmaceuticals?” One student will be asked to be the timekeeper, and after ten minutes ask the group to wrap it up.- The group outside the circle (group 2) will be asked to silently take notes, and not participate in the conversation, but watch for a good argument, or a student who is very persuasive and write down why they are that way.
- After ten minutes they will be asked to wrap up, and the circle outside will present what they found. “Jimmy had a great argument!” for example. This will be modeled by the teacher first off after the inside group finishes.
- The groups then switch places, the group that listened now gets to argue their case- “Should we allow the genetic engineering of humans?”
Closure:
- At the end, students will be asked to review their notes and handouts, since the next class will be a review for the test!Assessment:
Reflections
(only done after lesson is enacted)//Student Work Sample 1 – Approaching Proficiency:
Student Work Sample 2 – Proficient:
Student Work Sample 3 – Exceeds Proficiency: